Inquiry Quotes: “It is a shameful thing to be weary of inquiry when what we search for is excellent!”
"Tell me and I forget, show me and I remember, involve me and I understand." Here are some good websites on inquiry in the classroom:
1. http://www.thirteen.org/edonline/concept2class/inquiry/
- this site defines inquiry, how it can be used in the classroom, videos on how to do inquiry in the classroom, and also persepctive by one teacher of why he inquiry is a much more effective teaching strategy than traditional chalk-and-talk.2. http://www.learner.org/resources/series129.html?pop=yes&pid=1452- this site has many videos focusing on inquiry. Some of the video titles are What Is Inquiry and Why Do It, The Process Begins: Launching the Inquiry Exploration, Bring It All Together: Processing for Meaning During Inquiry, and many more. 3. http://www.nsf.gov/pubs/2000/nsf99148/ch_10.htm Techniques Used in Inquiry:1. KWL Chart 2. Guided Inquiry3. Summary of Inquiry (What I think Today):I think the major focus of inquiry is to teach students how to be active learners, supply them with the materials and resources they will need and teach them how to utlize the resources. The classroom would be set up for investigation and small group interaction. By doing this students will have a demonstrate a greater desire to learn, be more confident in sharing their ideas, and create questions and seek answers. The teachers job is to facilate the learner, act as a co-learner and watch the llightbulbs go off in theit students. First Day Reflection:I feel like the first day went rathar well, lots of technology to learn how to use. Everything went well except for the Voice Thread, the recording of our voices didn't work but I am sure we will work through this glitch tomorrow. I think once I figure out this site it will be of great use to me and my students. I liked that I learned how to use the wikispaces and how to use a couple of new websites like Flickr, Build Your Wild self, and many more. I think I gained a good understanding of Inquiry so far and am ready to see how we will pit this unit together. I also can't believe how much stuff was given to us, it felt like Christmas!!! Thanks so much.
What classroom environment features stimulate inquiry?
A classroom environment would feature students working both independently and collaboratively. They would create questions in all strands of comprehension. The students will also feel free to give ideas on what they are truly thinkng at that moment and ask questions even if they seem like dumb questions. All questions are good questions.
What are essential questions and why are they important?
Essential questions are what you wnat your students to know at the ned of their learning. If I could sum essential questions into four big ideas they would be:
- Allows for differentiated instruction
- Community of Learners
- Layers of Learning
- Relevant to Learner
Why is Inquiry a valid framework for learning?
I believe that Inquiry is valid because it allows for all learners to be successful, engaged and motivated. Students will feel powerful because their ideas will be shared and they can gather information from their personal experience. There is also no pressure to have a "one" right answer.
Why is Inquiry a valid framw - question that may just add to the quality and enjoyment of your life!(makes you accountable) - Enduring questions are ones that challenge the greatest minds and intrigue the simplest ones (i.e. children). (no need for adapting) - We should ask enduring questions because they lead to thoughtful, soul searching reflection about great ideas. A great question generates deep thinking, rethinking, discourse, analysis, debate, and reflection. It challenges presuppositions, creates dilemmas, and requires more precise thinking. - Enduring questions make life and learning engaging and interesting. - Students passionately shared their points of view.Just when they would settle on something in their debate I would throw in another question to keep it going. - reflects on our personal lives and how questions shape us and how our answers reflect us - Enduring questions are embedded with layers of great ideas. They inevitably require more questions and more careful contemplation. - “The quality of your life depends upon the quality of the questions you ask.” Andrew Kern - Enduring questions are asked over and over (For example, does God exist?) Eric Cook
Nov. 25- I feel that I am ready to collaborate to make an inquiry unit and ask the questions to help us in creating this unit. I really enjoy these processes and the process of asking questions and getting these answers to make this final product. Inquiry I relate so much to problem-solving. It's like a puzzle and trying to pice it together so its right. It is a fun process and I am looking forward to this adventure.
Alright, I know some people may feel frustrated but I really think it's all part of the process. You need to be willing to learn and realize that everyone is learning at the same time. It's like an iron we need to iron the wrinkles out together until we get a smooth shirt. It takes time, maybe be stressful and it may take awhile to get it. It also might not be perfect the first time but when we create it and talk about how to improve for next time it'll all come together. That's my hope anyways.
STEPS TO CREATING AN INQUIRY UNIT
1. Choose your topic from the sample themes and topics for ELA (chart in curriculum guide)
2. Use the funnel to create big understandings.
3. Create your Essential and Guiding Questions
4. Pick outcomes form each strand.
- Comprehend and Respond (reading, viewing, listening)
- Inquire
- Compose and Create (representing, speaking, writing)
- Reflect and Set Goals
5. Highlight all of the verbs and the nouns.
6. Compare your verbs to Bloom's Taxonomy and rate each verbs level.
7. .
Myths and Legends - need more help in creating good essential questions - how many indicators is too many??? - November (80-110 wcpm), March (100-140 wcmp), June (110-150 wcpm) - ctrl F (to highlight the same word at the same time) Big Understandings - storytelling is very significant to each culture - if we do not know our culture we may not know ourselves - myths/legends are valued and respected by people - there is a sacred aspect to myths and legends Essential and Guiding Questions: 1. How do myths and legends enhance our understanding of ourselves, the world and culture? 2. What is a myth? 3. What is a legend? 4. Why were myths and legends created? 5. How do you write a myth and a legend? 6. How are these stories kept alive? 7. Why are these stories sacred? Bloom’s Taxonomy: Level 1, Level 2, Level 3, Level 4, Level 5, Level 6 Outcomes/Indicators: 1. View, listen to, read, comprehend, and respond to a variety of grade level texts that address identity. (C&R) - indicator same as above but focus on myths and legends 2. Listen purposefully to understand ideas and evaluate message heard. (C&R) - formulate questions in response to listening - listen to and respond sensitively and thoughtfully to others 3. Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction, script, and non-fiction texts from various cultures (including aboriginal) and countries (including Canada). (C&R) - recognize and describe the author’s purpose explicit and implicit message and techniques (including imagery and use of figurative language) - show understanding and connections of grade-appropriates text through writing, discussing, dramatizing, and representing. - participate in discussion groups about texts read. 4. Use all aspects of the writing process to produce a multi-paragraph narrative (including stories that contain dialogue), compositions that focuses on a central idea, have a logical sequence, and a clear introductions and conclusion. (C&C) - write in the form of a myth or legend - work through the stages of the writing process including pre-writing, drafting, revising, and sharing. 5. Use inquiry to explore authentic (real-life) problems, questions, and issues associated with identity. (I) - record personal knowledge of a topic and collaborate to generate ideas, questions and information for inquiry or research. - Organize ideas and information into categories (eg. What, where, when, how, so what) 6. Identify strengths in viewing, listening, reading, representing, speaking, and writing to set goals to enhance the development and improvement of the skills and strategies in each. (A&R)
What is Assessment?
There are 3 types of assessment; assessment for, as and of. All three types are important and must work togther to have maximum student benefits. Assessment for is effective because it helps the teacher and the student know where they are and what they can do to move onto the next level. This stage is teacher-driven, however, some students may ask about their progress and how to improve. This stage I believe is not formally recorded in a mark book but it may be used to show growth from beginning to end. assessment as is also valuable becasue it is solely student driven. it gives the tecaher and the student feedback of thier personal feelings on their learning. we want are students to be competent learners so being able to self-assess and evaluate those assessments is valuable in improving or continuning their learning abilities. Lastly, assessment of is done by the tecaher. This is the part when you are given a mark or a percentage. This information goes home to the parents, who then send it back to school with a signature.
Nov. 26- I still would like some more work in creating essential questions!!! This is one skill I would like to leave here knowing. Some ah-ha moments was when I got to HAVE A SNEAK PEEK at the new curriculum. I also got a better understanding of the 3 types of assessment.
Jan. 23- Thinking of myself as an inquiry unit creator I owuld have to say I feel like I am in the apprentice category. However, yesterday we had many aha moments and accomplished a lot of ground. I do think the next unit I created would go more smoothly but its great to get all the different feedback and ideas from other popel. I am now excited to teach this unit. It is a fun unit, focused unit and truly an inquiry based unit.
“It is a shameful thing to be weary of inquiry when what we search for is excellent!”
"Tell me and I forget, show me and I remember, involve me and I understand."
Here are some good websites on inquiry in the classroom:
1. http://www.thirteen.org/edonline/concept2class/inquiry/
- this site defines inquiry, how it can be used in the classroom, videos on how to do inquiry in the classroom, and also persepctive by one teacher of why he inquiry is a much more effective teaching strategy than traditional chalk-and-talk.2. http://www.learner.org/resources/series129.html?pop=yes&pid=1452- this site has many videos focusing on inquiry. Some of the video titles are What Is Inquiry and Why Do It, The Process Begins: Launching the Inquiry Exploration, Bring It All Together: Processing for Meaning During Inquiry, and many more. 3. http://www.nsf.gov/pubs/2000/nsf99148/ch_10.htm
Techniques Used in Inquiry: 1. KWL Chart 2. Guided Inquiry3.
Summary of Inquiry (What I think Today): I think the major focus of inquiry is to teach students how to be active learners, supply them with the materials and resources they will need and teach them how to utlize the resources. The classroom would be set up for investigation and small group interaction. By doing this students will have a demonstrate a greater desire to learn, be more confident in sharing their ideas, and create questions and seek answers. The teachers job is to facilate the learner, act as a co-learner and watch the llightbulbs go off in theit students.
First Day Reflection:I feel like the first day went rathar well, lots of technology to learn how to use. Everything went well except for the Voice Thread, the recording of our voices didn't work but I am sure we will work through this glitch tomorrow. I think once I figure out this site it will be of great use to me and my students. I liked that I learned how to use the wikispaces and how to use a couple of new websites like Flickr, Build Your Wild self, and many more. I think I gained a good understanding of Inquiry so far and am ready to see how we will pit this unit together. I also can't believe how much stuff was given to us, it felt like Christmas!!! Thanks so much.
What classroom environment features stimulate inquiry?
A classroom environment would feature students working both independently and collaboratively. They would create questions in all strands of comprehension. The students will also feel free to give ideas on what they are truly thinkng at that moment and ask questions even if they seem like dumb questions. All questions are good questions.
What are essential questions and why are they important?
Essential questions are what you wnat your students to know at the ned of their learning. If I could sum essential questions into four big ideas they would be:
- Allows for differentiated instruction
- Community of Learners
- Layers of Learning
- Relevant to Learner
Why is Inquiry a valid framework for learning?
I believe that Inquiry is valid because it allows for all learners to be successful, engaged and motivated. Students will feel powerful because their ideas will be shared and they can gather information from their personal experience. There is also no pressure to have a "one" right answer.
Why is Inquiry a valid framw
- question that may just add to the quality and enjoyment of your life! (makes you accountable)
- Enduring questions are ones that challenge the greatest minds and intrigue the simplest ones (i.e. children). (no need for adapting)
- We should ask enduring questions because they lead to thoughtful, soul searching reflection about great ideas. A great question generates deep thinking, rethinking, discourse, analysis, debate, and reflection. It challenges presuppositions, creates dilemmas, and requires more precise thinking.
- Enduring questions make life and learning engaging and interesting.
- Students passionately shared their points of view. Just when they would settle on something in their debate I would throw in another question to keep it going.
- reflects on our personal lives and how questions shape us and how our answers reflect us
- Enduring questions are embedded with layers of great ideas. They inevitably require more questions and more careful contemplation.
- “The quality of your life depends upon the quality of the questions you ask.” Andrew Kern
- Enduring questions are asked over and over (For example, does God exist?)
Eric Cook
Nov. 25- I feel that I am ready to collaborate to make an inquiry unit and ask the questions to help us in creating this unit. I really enjoy these processes and the process of asking questions and getting these answers to make this final product. Inquiry I relate so much to problem-solving. It's like a puzzle and trying to pice it together so its right. It is a fun process and I am looking forward to this adventure.
Alright, I know some people may feel frustrated but I really think it's all part of the process. You need to be willing to learn and realize that everyone is learning at the same time. It's like an iron we need to iron the wrinkles out together until we get a smooth shirt. It takes time, maybe be stressful and it may take awhile to get it. It also might not be perfect the first time but when we create it and talk about how to improve for next time it'll all come together. That's my hope anyways.
STEPS TO CREATING AN INQUIRY UNIT
1. Choose your topic from the sample themes and topics for ELA (chart in curriculum guide)
2. Use the funnel to create big understandings.
3. Create your Essential and Guiding Questions
4. Pick outcomes form each strand.
- Comprehend and Respond (reading, viewing, listening)
- Inquire
- Compose and Create (representing, speaking, writing)
- Reflect and Set Goals
5. Highlight all of the verbs and the nouns.
6. Compare your verbs to Bloom's Taxonomy and rate each verbs level.
7.
.
Myths and Legends
- need more help in creating good essential questions
- how many indicators is too many???
- November (80-110 wcpm), March (100-140 wcmp), June (110-150 wcpm)
- ctrl F (to highlight the same word at the same time)
Big Understandings
- storytelling is very significant to each culture
- if we do not know our culture we may not know ourselves
- myths/legends are valued and respected by people
- there is a sacred aspect to myths and legends
Essential and Guiding Questions:
1. How do myths and legends enhance our understanding of ourselves, the world and culture?
2. What is a myth?
3. What is a legend?
4. Why were myths and legends created?
5. How do you write a myth and a legend?
6. How are these stories kept alive?
7. Why are these stories sacred?
Bloom’s Taxonomy:
Level 1, Level 2, Level 3, Level 4, Level 5, Level 6
Outcomes/Indicators:
1. View, listen to, read, comprehend, and respond to a variety of grade level texts that address identity. (C&R)
- indicator same as above but focus on myths and legends
2. Listen purposefully to understand ideas and evaluate message heard. (C&R)
- formulate questions in response to listening
- listen to and respond sensitively and thoughtfully to others
3. Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction, script, and non-fiction texts from various cultures (including aboriginal) and countries (including Canada). (C&R)
- recognize and describe the author’s purpose explicit and implicit message and techniques (including imagery and use of figurative language)
- show understanding and connections of grade-appropriates text through writing, discussing, dramatizing, and representing.
- participate in discussion groups about texts read.
4. Use all aspects of the writing process to produce a multi-paragraph narrative (including stories that contain dialogue), compositions that focuses on a central idea, have a logical sequence, and a clear introductions and conclusion. (C&C)
- write in the form of a myth or legend
- work through the stages of the writing process including pre-writing, drafting, revising, and sharing.
5. Use inquiry to explore authentic (real-life) problems, questions, and issues associated with identity. (I)
- record personal knowledge of a topic and collaborate to generate ideas, questions and information for inquiry or research.
- Organize ideas and information into categories (eg. What, where, when, how, so what)
6. Identify strengths in viewing, listening, reading, representing, speaking, and writing to set goals to enhance the development and improvement of the skills and strategies in each. (A&R)
What is Assessment?
There are 3 types of assessment; assessment for, as and of. All three types are important and must work togther to have maximum student benefits. Assessment for is effective because it helps the teacher and the student know where they are and what they can do to move onto the next level. This stage is teacher-driven, however, some students may ask about their progress and how to improve. This stage I believe is not formally recorded in a mark book but it may be used to show growth from beginning to end. assessment as is also valuable becasue it is solely student driven. it gives the tecaher and the student feedback of thier personal feelings on their learning. we want are students to be competent learners so being able to self-assess and evaluate those assessments is valuable in improving or continuning their learning abilities. Lastly, assessment of is done by the tecaher. This is the part when you are given a mark or a percentage. This information goes home to the parents, who then send it back to school with a signature.
Nov. 26- I still would like some more work in creating essential questions!!! This is one skill I would like to leave here knowing. Some ah-ha moments was when I got to HAVE A SNEAK PEEK at the new curriculum. I also got a better understanding of the 3 types of assessment.
Jan. 23- Thinking of myself as an inquiry unit creator I owuld have to say I feel like I am in the apprentice category. However, yesterday we had many aha moments and accomplished a lot of ground. I do think the next unit I created would go more smoothly but its great to get all the different feedback and ideas from other popel. I am now excited to teach this unit. It is a fun unit, focused unit and truly an inquiry based unit.